MOOCs采纳行为意图的元分析

A Meta-Analysis of MOOCs Adoption Behavior Intention

摘要: MOOCs学习具有巨大优势，随着MOOCs在全球的发展，在MOOCs采纳方面取得了很多研究成果，但受限于研究理论和研究样本，这些研究可能出现研究结果不一致的情形，因此需要综合MOOCs采纳研究文献进行元分析，但目前MOOCs领域的元分析研究尚缺乏。本文广泛收集MOOCs采纳实证研究，筛选出43篇文献，采用元分析探讨MOOCs采纳行为意图的影响因素，以及文化差异的调节作用。研究结果表明：1) MOOCs使用态度对MOOCs采纳行为意图有较强的正向影响；2) MOOCs感知有用性和内在动机对MOOCs采纳行为意图有中等强度的影响；3) MOOCs感知易用性和主观规范对MOOCs采纳行为意图的影响较弱；4) MOOCs感知行为控制对MOOCs采纳行为意图无显著影响；5) 文化背景作为调节因素，作用于MOOCs感知易用性对MOOCs采纳行为意图的影响。本研究为MOOCs采纳研究构建了系统的理论框架。

Abstract: MOOCs learning has great advantages. With the global development of MOOCs, many researches focus on the adoption of MOOCs, but limited by research theories and research samples, these studies may have inconsistent research results, so it is necessary to integrate these researches by meta-analysis. However, there is still a lack of meta-analysis research in the field of MOOCs. Based on the extensive collection of empirical studies on the adoption of MOOCs, this paper selects 43 literatures, and uses a meta-analysis to explore the influencing factors of MOOCs adoption behavioral intentions, as well as the moderating effects of cultural differences. The results show that: 1) MOOCs use attitude has a strong positive effect on MOOCs adopting behavioral intention; 2) MOOCs perceived usefulness and the intrinsic motivation have a moderately strong influence on MOOCs adopting behavioral intention; 3) The perceived ease of use of MOOCs and the subjective norm have a weak influence on MOOCs adoption behavior intention; 4) MOOCs perceived behavior control has no significant effect on MOOCs adoption behavior intention; 5) Cultural background as a moderating factor, influences MOOCs perceived ease of use on MOOCs adoption behavior intention. This research provides theoretical guidance for constructing a comprehensive framework for MOOCs adoption research.